Institution Principles

The five principles for developing a curriculum online education online

Perhaps the following list can provide suggestions as to implementation of programs time real successful in an academic institution, while reducing fears (or direct animosity) among faculty and administrators. The following five suggestions may pave the ground for better relationships among all faculty and administrators and help those who plan future programs of study in line :

1. Identify the courses or programs in ways can be created can differ, but the product "resulting" should also be high quality

All educational offerings should be high quality if they were designed to be used in a classroom on site or on a Web site. Educators (mainly teachers) should be actively involved in creating course materials, and these materials should be evaluated frequently to ensure their accuracy and importance of continuing to study subjects. It may be more difficult for students to perform in classes online in reality, not because of the course content or technology used in the flow of information among teachers and students, but because education online requires students to take more responsibility to learn the information and perform course activities. The concept that the classes in line are "easy A's" should not be real or promulgated, by administrators, faculty or students.

The process of registration online , as one example, was changed by the introduction of forms of automated communications. Automated processes and products are sought to show how they differ from non-automated communication, and how it affects the implications for teaching. The Internet has added another dimension to the research because the process of collaboration and different communication products have changed even those made ??a standalone computer. Because of the element of Internet communication, other changes in education are discussed. The whole nature of communication and therefore the disciplines related to communication, must be rethought.

2. Value locally and also teaching online

Faculty, they teach primarily online or on location, or their work online and on site, should also be evaluated. The electronic work should be assessed and judged as highly as work on site, and faculty who teach online classes should be able to achieve the same respect and recognition for their work online that faculty members perform their work on site . For example, faculty members who develop educational software, create materials or online courses, help to develop an online curriculum, activities and participate in online professional development (eg workshops and conferences) should receive full credit for this work time-intensive. Examples of electronic scholarly activities and professional development should be promoted in packages of tenure and materials submitted for evaluation for promotion. CDs, Zip and floppy disks, Web sites, online demonstrations and educational materials should be considered equally effective measures of professional involvement while copying over more traditionally estimated reserves, conference papers, research proposals, and other paper documents.

All faculty members should have access to resources provided by the institution. The faculty should be able to use online research facilities and receive benefits such as the placement of professional development activities. The quality of the contribution of the member's faculty, and opportunities to make further contributions, should be determined not by how much or little this person works online.

We should allow all faculty to participate in the establishment activités'de s body and defining policy. Since many members online faculty live far from the université's campus'physique or university s, they usually can not attend meetings held on this campus. Allow faculty to participate in online meetings by conference calls or video conferencing is important to encourage faculty to be viewed online as part of the "truth" faculty. All faculty should be alerted to possible changes in the institution s politiques'de and be invited to share their ideas. For faculty online, this could mean participating in bulletin boards or discussion online e-mail, and the directors consider the ideas discussed or submitted in person, on paper or computer. The appointment of participation should not matter as much as the opportunity to participate, and the merit of the discussion based on the quality of ideas, not on the forum by which they were submitted.


3. Also avoid playing against on-site classes online classes

Because online programs are newer, even among institutions with a program of study successfully remotely using other technologies (eg, correspondence courses "" visual, television class), they can be seen very different ways. At one extreme, they can be seen as a necessary economic evil to compete with other colleges or universities now offering online programs. At the other extreme, they can be considered a savior of a traditional campus-based, propelling the university or college in the Internet age. However, an educational format should not be favored over another in dernier'détriment S. Real-time programs on site and need administrative assistance to allocate adequate resources and necessary for success.

Online classes should not be discounted, philosophically or financially. Online courses and courses on site should not have to compete for the same group of students. The cost of classes, as often they are offered, the quality of the course, and the amount of credit offered, should be established so that the same course to be consistent, if available online or on site.

Fee structures, for example, should be comparable to on-site classes and online. If students find they can receive credit for the same course but pay a different fee structure an online course, the value of online courses is seen as different from the version on the spot. For example, if students must take the composition 101 as part of their general education requirements and have the option of taking the class online or on location, fee structure may be a factor determining which format is chosen. If the online class costs less, students will probably take the class, regardless of their suitability for online courses taken. The online class is perceived as "cheaper" than the version on the spot, when in reality the quality of the course is equal to that of on-site courses.

The scheduling class so that they compete with each other is another problem with perception. Many online courses are offered in several configurations: a six-week, ten weeks, or later 12-week online course that runs regularly 15 or 16 weeks on campus. The online version shorter may be perceived as easier or less stringent, simply because the time frame to complete the course is compressed. Still, the online course may simply require students to do more in a shorter period, but the perception is that the course is easier.

4. Create courses also credible and degree programs online and on site

The institution should develop a good reputation for the quality of its various courses and degree programs. The structure of all curricula should be pedagogically sound and technically usable and innovative. Teachers should be well trained and prepared to work closely with students. Administrators should work with faculty and students to project changes in curriculum and develop an effective strategy for programs of high quality maintenance. All these reports should be givens, whether the courses and programs are provided on campus or via the Internet.

5. Install a dialogue between onsite and online teaching, where different groups of faculty

The faculty who teach online and those who teach on the site may involve very different groups have different perceptions about online education. To help faculty across the institution are working well together, administrators must create ways for faculty to discuss their differences, explore positive ways to work together and use newer technologies to enhance all courses. Faculty who live and work away from the physical campus should be brought into the campus community. If the first principles, especially the second, are followed, the final principle may already be taken into account. However, discussions to plan curriculum online may require reunite specific faculty collaborate on new programs or potential programs and address concerns of all faculty members.

Although the installation of a dialogue among all the teachers certainly not solve all problems or does not eliminate biases for or against online education, the process can successfully bring together the faculty, instead of separate them. The manufacture of faculty on-site and online informed of what others do, and show the teachers with less technical expertise, how they could use the Internet, for example, to increase their course, may be a positive step forward.

Administrators must be careful not to isolate the faculty. They should find ways to work together and communicate and create a "family" of all people teaching together. To help establish this sense of belonging to a unified faculty, administrators must be sure that faculty receive online references, get invited to the same events, participate in discussions, and so on.

Success in each of these five sectors involves treating from faculty and from the course. Managing an online degree program involves not only to develop and maintain programs and courses, but working closely professors and students involved in these courses and programs. Listen to concerns of faculty and planning ways to move the institution forward as a change of educational outcomes are critical parts of real-time control program successful. While the workplace educational exchange, and should the policies and practices involving teachers.